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Doing More With Written Feedback: Improving Learner Satisfaction and Reflection With the LEAF (Learner-Engaged

Daniel Saddawi-Konefka1, Amy Sullivan2, Christine Beltran3

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The Learner-Engaged Analysis of Feedback (LEAF) method improved resident satisfaction with written feedback. This approach helps learners reflect on feedback to identify strengths and weaknesses.

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Area of Science:

  • Medical Education
  • Healthcare Professional Development

Background:

  • Written feedback in medical education is often unhelpful, leading to low learner satisfaction and limited self-reflection.
  • Improving feedback quality is challenging and labor-intensive with modest effectiveness.

Purpose of the Study:

  • To introduce and evaluate the Learner-Engaged Analysis of Feedback (LEAF) method.
  • To enhance learner satisfaction and encourage self-reflection on written feedback.

Main Methods:

  • The LEAF method pairs learners with a coach to identify themes in written feedback.
  • Anesthesiology residents at Massachusetts General Hospital participated in LEAF sessions.
  • Resident satisfaction with feedback was measured using Likert-type questions.

Main Results:

  • Residents who used LEAF reported higher satisfaction with written feedback (3.1 vs. 2.5) and program director meetings (3.8 vs. 2.8).
  • No significant differences were found for feedback unrelated to the LEAF method.
  • Qualitative analysis indicated LEAF facilitated self-assessment, goal setting, and feedback interpretation.

Conclusions:

  • The LEAF method shows promise in improving learner satisfaction and engagement with written feedback.
  • Further research is needed to establish causality and assess behavioral changes.